Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
Specialists in creating engaging, interactive and fun language learning resources for English, French , Spanish, German and Portuguese classes.
Exam preparation, conversation, reading & writing, speaking & listening, grammar & vocabulary.
ESL | ELE | FLE
No prep pair-work speaking activity.
Topic of conversation: La science
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: La personnalité
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: Les quartiers
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: La politique
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: La publicité
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: Les transports
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: Les villes
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using French
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Premièrement, Deuxièment,Pour finir
Cependant, D’autre part, Alors que
De plus, En outre, Par ailleurs
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS (in French)
No prep pair-work speaking activity.
Topic of conversation: Aficiones
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Comida
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Deporte
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: El Campo
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Edificios
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Moda
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Medio ambiente
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Internet
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Salud
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Technología
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Topic of conversation: Trabajo
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using Spanish
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
En primer lugar, En segundo lugar, Finalmente
Sin embargo, Por otra parte, Mientras que
Además, También, Es más
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
No prep pair-work speaking activity.
Part 1: Photo description & comparison
Encourages use of linking terms, connectors and cohesive devices
Vocabulary acquisition
Part 2: Discussion questions
Debates
Agree / disagree
Advantages / disadvantages
Encourages fluency and confidence using German
Can be used for a 1-1 speaking class or pair-work activity in a large class
Instructions for PART 1:
1) Working with a partner with the same photo (student As with As, Bs with Bs), students attempt to identify the vocabulary in their photo. (alternatively, for low-level students, the teacher can provide students with a vocabulary list and the students label the photo).
2) Change pairs to AB.
3) Student A describes photo while student B listens attentively.
4) Student B describes photo while student A listens attentively.
5) Still without looking at each other’s photos, students attempt to identify 3 differences between their photos.
Students may now look at each other’s photos and describe 2-3 differences each.
Encourage use of CONNECTORS:
Erstens, Zweitens, Zusammengefasst
Aber, Andererseits, Während
Darüber hinaus, Des weiteren, Außerdem
Instructions for PART 2
1) Students ask each other the discussion questions. Encourage students to:
Extend their answers
Elicit more information
Agree / disagree with their partners
Justify their arguments
2) Students try and report to their new partner everything they can remember which their old partner has just told them.
Encourage students to use the questions to guide their memory.
GAMIFICATION ALTERNATIVES PROVIDED WITH THE INSTRUCTIONS
Part 1: A worksheet designed to give students a variety of structures for giving advice.
Part 2: The Emergency Situations Advice Game: A competitive game designed to give students the opportunity to USE the new structures for giving advice.
Target language:
-You should…
-You ought to…
-You had better…
-Your best bet would be to…
-If I were you, I would…
-How about…
DETAILED INSTRUCTIONS AND WHITE BOARD EXAMPLES PROVIDED